This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Christian J. Faltis, Stuart Curtis, Jose M. Tamayo, Chronicle of Higher Education, Marla Perez, Paula Gillett, Stephen Dias, Robin Millar, Eileen Mortensen, and Angene Wilson.
(1984). Seeking Goodness of Fit: Measuring the Readability of Bilingual Learning Materials, Bilingual Review. Spanish and English readability formulas were applied to sample passages from learning materials and textbooks used in bilingual classrooms in order to ascertain their analytic and predictive capabilities. Two main factors, word difficulty and sentence difficulty, accounted for most of the total variance in readability research using factor analysis. Descriptors: Bilingual Education, Content Analysis, Difficulty Level, English (Second Language)
(1984). Reading Achievement of Native Spanish-Speaking Elementary Students in Bilingual vs. Monolingual Programs, Bilingual Review. Compares word-attack and comprehension skill mastery of 65 native Spanish-speaking upper elementary students in a bilingual English/Spanish program and 55 native Spanish-speaking students of the same grade levels in an English monolingual program. There was no significant difference in the word-attack skills of the two groups but the bilingual group mastered significantly more comprehension skills than the monolingual group. Descriptors: Bilingual Education Programs, Comparative Analysis, Comprehension, English (Second Language)
(1987). Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation, Educational and Psychological Measurement. One English and two Spanish 24-word lists were administered as vocabulary tests to 80 English-speaking and 80 Spanish-speaking (Mexican and Puerto Rican) eighth graders, respectively. Results provide insights into the frequency of use as a valid measure of word difficulty in bilingual vocabulary test construction and translation. Descriptors: Bilingual Education, Difficulty Level, Elementary School Students, Grade 8
(1989). Interactive Video for Bilingual ASL/English Instruction of Deaf Children, American Annals of the Deaf. A bilingual instructional program was developed to teach written English to elementary-aged deaf students who are fluent in American Sign Language. The student-directed language learning uses interactive video and offers five activity options: watch a story, read a story, answer questions about a story, write a story, or caption a story. Descriptors: American Sign Language, Bilingual Education, Computer Assisted Instruction, Elementary Education
(1987). Reading Comprehension in First and Second Languages of Immersion and Francophone Students, Canadian Journal for Exceptional Children. Studies on reading comprehension for bilingual students are reviewed to examine the importance of first-language mastery prior to second-language acquisition. Immersion program factors analyzed include automaticity, plateau effects, need for a variety of sociolinguistic settings, oral facility versus cognitive academic linguistic abilities, and supralinguistic storage of prior knowledge. Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, French
(1985). Research Into Native North Americans' Cognition: 1973-1982, Journal of American Indian Education. Using Kleinfeld's review of Inuit possible cognitive strengths as framework, reviews 28 studies published since 1973 on cognition (broadly defined to include studies of visual/social perception, cognitive style, concrete/formal operational ability, language abilities, cognitive strengths) among Native North Americans. Identifies weaknesses of studies and suggests areas for further study. Descriptors: Alaska Natives, American Indian Education, American Indians, Bilingual Education
(1987). Change as the Goal of Educational Research, Anthropology and Education Quarterly. In two case studies instructional conditions constrained what working class Hispanic students and their teachers accomplished. Certain instructional arrangements ensnare linguistic minority students by not capitalizing fully on their social, linguistic, and intellectual resources. Community based research sites can help to develop the appropriate instructional changes for this population. Descriptors: Academic Achievement, Bilingual Education, Community Programs, Cultural Differences
(1988). Language and Conceptual Understanding in Science: A Comparison of English- and Asian-Language-Speaking Children, Research in Science and Technological Education. Presents a method for representing students' knowledge about basic scientific concepts by classifying ideas produced in a free-writing task. Implies that those differences which exist can best be attributed to general fluency in the language of instruction rather than factors that are specific to the learning of science. Descriptors: Achievement, Bilingual Education, Concept Formation, English (Second Language)
(1986). Federal Appropriations for Higher Education for Fiscal 1987. Fiscal 1986 and fiscal 1987 federal budget allocations for Department of Education programs, arts and humanities, the Departments of Defense, Agriculture, Energy, and Health and Human Services, the National Science Foundation, the Environmental Protection Agency, and other miscellaneous agencies are tabulated. Descriptors: Bilingual Education, College Students, Disabilities, Disadvantaged
(1987). "Echar Pa'lante," Moving Onward: The Dilemmas and Strategies of a Bilingual Teacher, Anthropology and Education Quarterly. Presents findings of an 18-month participant-observation research project on a Puerto Rican bilingual teacher's strategies for negotiating between the dominant culture's requirements and minority students' predicaments and aspirations. Discusses this teacher's thinking about her role and the beliefs and values that shape her pedagogy. Descriptors: Bilingual Education, Bilingual Teachers, Culture Conflict, High Schools
(1989). Code-Switching and Bilingual Schooling: An Examination of Jacobson's New Concurrent Approach, Journal of Multilingual and Multicultural Development. Describes Jacobson's New Concurrent Approach to bilingual instruction, which systematically incorporates intersentential code-switching to teach content to limited English proficient children raised in a bilingual environment, and how such incorporation and adaptation contributes to the balanced distribution of the two codes in question. (24 references) Descriptors: Bilingual Education, Code Switching (Language), English (Second Language), Language of Instruction
(1986). Language, Culture and Self-Esteem, Equity and Choice. Most schools use, reinforce, and enhance the dominant culture at the expense of the culture of minority students. If schools recognize the importance of language and culture, they will see benefits in minority children's academic growth, self-image and economic future. Descriptors: Bilingual Education Programs, Cultural Awareness, Cultural Pluralism, Dropouts
(1986). Teaching in a Great Age of Immigration, Social Education. Examines the challenges the new immigration presents to the public schools. Offers successful responses to these challenges and identifies positive contributions which may result from recent immigration trends. Descriptors: Acculturation, Bilingual Education, Citizenship Education, Civics
(1986). The Immigrant Student Challenge, Social Education. Describes ways in which schools can help immigrant children overcome refugee trauma, differences in language, culture, religion, and problems arising because of social stratification and prejudice in American society. Reviews the benefits derived by all students from successful educational practices. Descriptors: Acculturation, Bilingual Education, Citizenship Education, Civics
(1988). Serving Limited English Proficient Students in Business Education, Journal of Education for Business. Describes the bilingual vocational training model, often considered to be the most effective instructional delivery system for limited English proficient (LEP) students. Indicates that LEP students are underrepresented in business education and that individual teachers should learn more about LEP students and welcome them into the classroom. Descriptors: Bilingual Education Programs, Business Education, Classroom Environment, Delivery Systems